Dan and Mr. Michael's Unit
From OER Commons Wiki
San Francisco Unified School District Lesson Plan Form
Teacher's Name:
Daniel Frost and Michael Wantorek
School:
Bret Harte Es and Charles Drew ES
Grade Level of Lesson:
Third Grade
Subject:
Art, Science and Language Arts
Date:
July 21, 2010
Unit Theme/Topic:
Sustainability
Lesson Title/Topic:
Green Dream Pop-up Houses
Expected Student Learning Outcomes:
Students will demonstrate how architects design "green" buildings.
CA Academic Standards Addressed:
Visual Arts:
1.3 Identify and describe how foreground, middle ground, and background are used to create the illusion of space.
1.5 Identify and describe elements of art in works of art, emphasizing line, color, shape/ form, texture, space, and value.
2.1 Explore ideas for art in a personal sketchbook.
2.3 Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.
4.2 Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might be done to improve them.
5.4 Describe how artists (e.g., architects, book illustrators, muralists, industrial designers) have affected people’s lives.
Science:
1a. Students know energy comes from the Sun to Earth in the form of light.
1c. Students know machines and living things convert stored energy to motion and heat.
2a. Students know sunlight can be blocked to create shadows.
3c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial.
4e. Students know the position of the Sun in the sky changes during the course of the day and from season to season.
Reading:
1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things).
2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
2.6 Extract appropriate and significant information from the text, including problems and solutions.
Writing:
1.1 Create a single paragraph: a. Develop a topic sentence. b. Include simple supporting facts and details.
Listening & Speaking:
1.8 Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts).
Materials Used:
Lesson Outline:
1. What Is Green?
2. Read Aloud of Daniel Pinkwater's "The Big Orange Splot." 
- Prior to the Read Aloud, students will observe various architecture examples from around the world while also pointing out examples of foreground, middle-ground and background. (Taj Mahal, Great Stumpa, Notre Dame, etc.) After the reading, discuss with students why and how Mr. Plumbean changed his neighbor's minds and attitudes about their houses. "My house is me and I am it. My house is where I like to be, so it looks like all my dreams."
3. Green Dream House.
- Using Extension and Projection strategy skills from contemporary art, students will be challenged to create their own home, with sustainable and green design and architectural features. Using what they know about green architecture, students will envision new technologies that could solve critical environmental issues in the future. Students will create a pop-up model of their building with emphasis on foreground, middle-ground and background in conjunction with the California State Standards for Third Grade in the Visual Arts. Students will also be encouraged to reflect upon the Studio Habits of Mind.
Assessment:
- Students will compose a one-paragraph explanation of their building listing its green features. Students will be graded on evidence of 21st Century Learning Skills that integrate Science, Art and Literature: Observation, Investigation, Interpretation, Communication, and Critical Thinking.
Follow-up Activities/Homework:
- Students will create an oral presentation that will be performed during a "gallery walk" that examines all of the Pop-Up Houses created.
